Domains: Standards, Levels of Progression, Benchmarks and Criteria
Standards for Each Domain
Domain
Standard
Social
Interaction
Pupils interact effectively in English, orally and in writing, in varied
social contexts with people from varied linguistic and cultural
backgrounds.
Access to
Information
Pupils access information in English, from oral and written texts, from a
variety of sources and media, making use of that information for a variety
of purposes.
Presentation
Pupils present information and ideas in an organized and planned manner
in a variety of formats, in both spoken and written English, on a wide
range of topics.
Appreciation of
Literature and
Culture, and
Language
upils appreciate literature that is written in English and through it develop
sensitivity to a variety of cultures.
Pupils appreciate the nature of language and the differences between
English and other languages.
Domains: Standards, Levels of Progression, Benchmarks and
Criteria
Levels of Progression for Each Domain
Domain
Foundation
Intermediate
Proficiency
Social
Interaction
Pupils interact and
convey simple
messages.
Pupils interact fluently
using appropriate
register for a limited
range of social
contexts.
Pupils maintain
effective
communication, using
appropriate register for
a wide range of social
contexts.
Pupils interact using
basic vocabulary and
comprehensible, but not
necessarily accurate,
syntax.
Pupils interact using a
broad range of
vocabulary and simple
syntactic structures
accurately.
Pupils interact using
rich vocabulary and
complex syntactic
structures accurately.
Access to
Information
Presentation
Appreciation
of Literature,
Culture, and
Language
Pupils obtain and use
information from short
oral and written texts, in
simple language, that
may include unfamiliar
grammatical structures
and vocabulary.
Pupils obtain and use
information from
different sources, that
include longer oral and
written texts in more
complex language,
that deal with less
familiar topics.
Pupils obtain and use
information from
unadapted, extended
oral and written texts
that deal with content in
depth.
Pupils obtain and use
information from texts
by applying their
knowledge about
vocabulary, syntax,
simple discourse
markers, text structure
and punctuation.
Pupils obtain and use
information from texts
by applying
knowledge of
vocabulary, syntax,
morphology and a
wider range of
discourse markers.
Pupils obtain and use
information from texts
by applying knowledge
of rhetorical
organization.
Pupils present
information about
personal topics, orally
and in writing, using
basic organizational
skills.
Pupils present
information and ideas
about general topics
fluently, orally and in
writing, using basic
organizational skills.
Pupils present
information and ideas
fluently on a wide range
of topics, orally and in
writing, using more
advanced organizational
skills.
Pupils use basic
vocabulary and simple
syntax.
Pupils use a broad
range of vocabulary
and simple syntactic
structures accurately
and appropriately to
the format.
Pupils use rich
vocabulary, complex
syntactic structures,
discourse markers and
varied registers to match
audience and purpose
accurately and
appropriately.
Pupils become
Pupils respond to
acquainted with and
literary texts.
relate to short literary
texts written in simple
language, appropriate to
their age and interest.
Pupils gain cultural,
historical and social
insight from reading
unadapted literary texts.
Pupils are aware that
their culture is different
from other cultures.
Pupils become
acquainted with norms
and behaviors in a
variety of cultures.
Pupils develop critical
perspectives toward
different cultural values
and norms.
Pupils appreciate that
languages are different.
Pupils are aware of
how English differs
from their mother
tongue.
Pupils gain insight into
the complexities of
languages.
Domains: Standards, Levels of Progression, Benchmarks and Criteria
Domain of Social Interaction
Standard
Pupils interact effectively in English, orally and in writing, in varied social contexts with people
from varied linguistic and cultural backgrounds.
Levels of Progression
Foundation Level
Intermediate Level
Pupils interact and
Pupils interact fluently using
convey simple messages. appropriate register for a limited
range of social contexts.
Pupils interact using
basic vocabulary and
comprehensible, but not
necessarily accurate,
syntax.
Proficiency Level
Pupils maintain effective
communication, using
appropriate register for a
wide range of social
contexts.
Pupils interact using a broad range of Pupils interact using rich
vocabulary and simple syntactic
vocabulary and complex
structures accurately.
syntactic structures
accurately.
Benchmarks for the Domain of Social Interaction
Pupils will meet the standard for the domain of social interaction when they:
Foundation
Intermediate
Proficiency
ask and answer simple questions
about familiar topics and everyday
situations, such as family, school,
personal interests
ask and answer questions
about general topics, such
as current events, future
plans
ask and answer questions
on a wide range of general
topics, such as social and
global issues
express feelings, likes and dislikes
express personal wishes
and opinions
express ideas and opinions,
providing in-depth
explanations
interact for purposes such as giving
directions, making requests
interact for purposes such interact for purposes such
as agreeing and
as persuading
disagreeing, giving
instructions,
complimenting, giving
advice
engage in short conversations
engage in longer
conversations
give and receive short messages in
writing, such as notes, invitations
give and receive
information in writing,
such as postcards, letters,
email messages
engage in extended
conversations, using
language to suit context,
audience and purpose
Criteria
Foundation Level
Continuum
Proficiency Level
Accuracy
Emerging
Accurate
Fluency
Hesitant
Fluent
Length
Short
Extended
Register
Emergent
Appropriate
Syntax
Simple
Complex
Topic
Familiar
General
Vocabulary
Basic
Rich
Domains: Standards, Levels of Progression, Benchmarks and Criteria
Domain of Access to Information
Standard
Pupils access information in English, from oral and written texts, from a variety
of sources
and media, making use of that information for a variety of purposes.
Levels of Progression
Foundation Level
Intermediate Level
Proficiency Level
Pupils obtain and use
information from short
oral and written texts, in
simple language, that may
include unfamiliar
grammatical structures and
vocabulary.
Pupils obtain and use information
from different sources that include
longer oral and written texts in more
complex language that deal with less
familiar topics.
Pupils obtain and use
information from
unadapted, extended oral
and written texts that deal
with content in depth.
Pupils obtain and use
information from texts by
applying their knowledge
about vocabulary, syntax,
simple discourse markers,
text structure and
punctuation.
Pupils obtain and use information
from texts by applying their
knowledge of vocabulary, syntax,
morphology and a wider range of
discourse markers.
Pupils obtain and use
information from texts by
applying their knowledge
of rhetorical organization.
Criteria
Foundation Level
Continuum
Proficiency Level
Content
Limited
In-depth
Length
Short
Extended
Rhetorical Organization
Simple
Complex
Sources
Limited
Varied
Syntax
Simple
Complex
Topic
Familiar
Less Familiar
Vocabulary
Basic
Rich
Benchmarks for the Domain of Access to Information
Pupils will meet the standard for the domain of access to information when they:
Foundation
Intermediate
Proficiency
understand the general
meaning, main ideas and
sequence of events in a
text and use this
knowledge as needed
understand the main follow the development of an
ideas and supporting argument in a range of texts and
details in a text and
use this knowledge as needed
use this knowledge as
needed
identify different text
types and use this
knowledge as needed
understand the
structure and
conventions of
different text types
and use this
knowledge as needed
identify explicit opinions
and feelings
draw inferences in
order to identify the
points of view in a
text, distinguishing
fact from opinion
find out and follow short
and simple directions and
instructions in familiar
contexts
find out and follow
directions and
instructions in less
familiar contexts
extract information from
visual data, such as
timetables
interpret information
from visual data,
such as graphs
locate relevant
information for a specific
purpose
extract relevant
integrate information from
information for a
different sources for a specific
specific purpose from purpose
different sources
use simple information
tools such as a glossary, a
simplified learner's
dictionary and a table of
contents
use additional
information tools
such as a learner's
dictionary, an index,
guided use of search
engines
identify the attitudes of the
writer and/or speaker
transfer information extracted
from visual data, such as
diagrams
Domains: Standards, Levels of Progression, Benchmarks and Criteria
Domain of Presentation
Standard
Pupils present information and ideas in an organized, planned manner in a variety of
formats in spoken and written English on a wide range of topics.
Levels of Progression
Foundation Level
Intermediate Level
Proficiency Level
Pupils present
information about
personal topics, orally
and in writing, using
basic organizational
skills.
Pupils present information
and ideas about general
topics fluently, orally and in
writing, using basic
organizational skills.
Pupils present information and ideas
fluently on a wide range of topics,
orally and in writing, using more
advanced organizational skills.
Pupils use basic
vocabulary and
simple syntax.
Pupils use a broad range of
vocabulary and simple
syntactic structures
accurately and appropriately
to the format.
Pupils use rich vocabulary, complex
syntactic structures, discourse markers
and varied registers to match audience
and purpose accurately and
appropriately.
Benchmarks for the Domain of Presentation
Pupils will meet the standard for the domain of presentation when they:
Foundation
Intermediate
Proficiency
present information on limited
content, supported by visual aids
present information taken
from different sources
present information indepth, synthesizing
information from
various sources
describe people, places, things and
events
react to the content of
something read, seen or
heard
present an argument for
or against a particular
point of view
produce a short piece of coherent
writing and/or speech that conveys
personal experiences
express ideas and opinions
about general topics and
experiences using main and
supporting ideas
design a means for collecting
information, such as a questionnaire
and list the results
design different means for
collecting information, such
as surveys and interviews
and report on the results
present conclusions
based on the integration
of the results of
information obtained
through different means
use given criteria, such as a checklist, review and edit presentations redraft a presentation,
to prepare and improve presentations based on feedback from
using a variety of tools
peers and/or teacher
Criteria
Foundation Level
such as a spell checker
Continuum
Proficiency Level
Accuracy
Comprehensible
Accurate
Content
Limited
In-depth
Fluency
Hesitant
Fluent
Length
Short
Extended
Organization
Basic
Advanced
Register
Emergent
Appropriate
Syntax
Simple
Complex
Topic
Personal
General
Vocabulary
Basic
Rich
Domains: Standards, Levels of Progression, Benchmarks and Criteria
Domain of Appreciation of Literature and Culture, and Language
Standards
Pupils appreciate literature that is written in English and through it develop sensitivity
to a variety of cultures.
Pupils appreciate the nature of language and the differences between English and
other languages.
Appreciation of Literature and Culture - Levels of Progression
Foundation Level
Intermediate Level
Proficiency Level
Pupils become
acquainted with and
relate to short literary
texts written in simple
language, appropriate
to their age and
interests.
Pupils respond to literary texts.
Pupils gain cultural,
historical and social
insight from reading
unadapted literary
texts.
Pupils are aware that
Pupils become acquainted with norms
their culture is different and behaviors in a variety of cultures.
from other cultures.
Pupils develop critical
perspectives toward
different cultural
values and norms.
Appreciation of Language - Levels of Progression
Foundation Level
Intermediate Level
Proficiency Level
Pupils appreciate that
languages are
different.
Pupils are aware of how Pupils gain insight into the
English differs from
complexities of languages.
their mother tongue.
Benchmarks for the Domain of Appreciation of Literature and Culture
Pupils will meet the standard for the domain of appreciation of literature and culture when
they:
Foundation
Intermediate
are familiar with age- recognize the use of basic
appropriate literary
literary techniques, such as
texts
metaphor, and apply them in
creative writing
Proficiency
recognize the use of literary
techniques in a variety of genres
describe main
discuss themes and conflicts in interpret literary texts
characters, setting
literary texts
and events in literary
texts
communicate a
personal response,
express ideas and opinions
about literary texts
compare and contrast literary
themes and relate to them from a
verbally and/or
visually, to a literary
text
are familiar with
different cultural
products and
practices
personal perspective
are aware of the social and
cultural framework within
which literary texts were
written
are aware of the author's
background and the cultural,
historical and/or social themes in
literary texts or other cultural
products
compare different cultural
practices, behaviors and
traditions with their own
are aware of how cultural
practices are reflected in various
literary and cultural products
Criteria
Foundation Level
Continuum
Proficiency Level
Cultural Awareness
Limited
Comprehensive
Interpretation
Concrete
Abstract
Benchmarks for the Domain of Appreciation of Language
Pupils will meet the standard for the domain of appreciation of language when they:
Foundation
Intermediate
identify words that are the same in
English and in their mother tongue
distinguish between are aware that words in
words that sound the English are borrowed from
same in both
a wide range of languages
languages but have
different meanings
know how word order, sound and
writing systems in English are
organized and how these elements
compare with their mother tongue
compare different
elements of English,
such as tense and
gender, to their
mother tongue
are aware that not all words can be
translated on a one-to-one
correspondence
are aware that
are aware that languages
languages use
differ in syntax
different idiomatic
expressions in order
to convey the same
idea
are aware of
differences in
cultural conventions
in English and their
mother tongue, such
as in greetings
Proficiency
are aware of the differences
in the appropriate use of
language and the dynamics
of language changes, such
as shifts in word
connotations
Criteria
Continuum
Foundation Level
Proficiency Level
Appropriacy
Emergent
Appropriate
Awareness
Limited
In-depth
Organization of Language
Word
Discourse